Measuring Self-Efficacy of Mathematics Teaching With ICT for Elementary Teachers

Shih-Hsuan Wei

《International Journal of Intelligent Technologies and Applied Statistics》 14卷1期 (2021/03) Pp. 1-17

https://doi.org/10.6148/IJITAS.202103_14(1).0001

摘要

Purpose: In this study, we proposed the development of appropriate instrument for assessing and measuring the self-efficacy of elementary teachers in mathematics teaching with information and communications technology (ICT). Design: This study aimed to develop a new self-efficacy scale, mainly focused on self-efficacy in mathematics teaching with ICT for elementary school teachers. Besides, current study presented the results of exploratory factor analysis of elementary teachers. Findings: The findings showed that the reliability for the two constructs of ICT integration efficacy and attitudes ICT-based instruction were 0.91 and 0.90. The α values computed from two constructs showed the items had good internal consistency. These reliability values were acceptable and it indicated the survey instrument scale's reliability was moderately strong. Practical implications: The teachers implemented little ICT in their actual instruction. The further study may be needed to explore the relation of teacher's ICT integration efficacy level to the actual integration of ICT in instruction. The overall results suggested that the in-service teachers believed themselves to be at least adequately proficient in the aspect of ICT integration in teaching mathematics regardless the actual implementation of ICT. Originality/value: The instrument could serve as a tool to explore the factors that facilitate or inhibit the development of self-efficacy among teachers. Therefore, continuous improvement and professional development is needed for teachers to effectively infuse ICT in the digital era.

關鍵字

Self-efficacy ； Mathematics teaching ； Technological pedagogical content knowledge (TPACK) ； Information and communications technology (ICT)